Abdipoor, N., Gholami, H. (2016). Autonomous and Non-Autonomous EFL Learners’ Strategies and Practices. International Journal of Foreign Language Teaching and Research, 4(14), 107-121.
Neda Abdipoor; Hamid Gholami. "Autonomous and Non-Autonomous EFL Learners’ Strategies and Practices". International Journal of Foreign Language Teaching and Research, 4, 14, 2016, 107-121.
Abdipoor, N., Gholami, H. (2016). 'Autonomous and Non-Autonomous EFL Learners’ Strategies and Practices', International Journal of Foreign Language Teaching and Research, 4(14), pp. 107-121.
Abdipoor, N., Gholami, H. Autonomous and Non-Autonomous EFL Learners’ Strategies and Practices. International Journal of Foreign Language Teaching and Research, 2016; 4(14): 107-121.
Autonomous and Non-Autonomous EFL Learners’ Strategies and Practices
1Department of English Language, Kurdistan Science and Research Branch, Islamic Azad University, Sanandaj, Iran
2Department of Applied Linguistics, College of Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
Abstract
Abstract The present study aimed at discovering the practices and strategies autonomous EFL learners pursue in their endeavor to master English. It thus set out in the Iranian context, with 60 EFL learners, both autonomous and non-autonomous, as participants. The gathered data through a questionnaire and an interview were subjected to content and descriptive analysis. The results showed that both autonomous and non-autonomous learners preferred to apply receptive activities rather than productive ones. However, autonomous learners practiced more productive activities such as composing emails, writing articles, chatting with native speakers and their friends, as compared with non-autonomous learners. Regarding the use of strategies, autonomous learners used more metacognitive strategies, while non-autonomous learners preferred social strategies.
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